CHANGES TO DE ANZA'S GENERAL EDUCATION

REQUIREMENTS effective Fall 2016

During Spring 2014 the GE Steering Committee recommended that Area A of the GE Pattern
be renamed from “Communication, Expression, and Critical Thinking” to “Communication,
Expression, Critical Thinking, and Information Literacy”. An implementation plan that
students complete one course that meets the Information Literacy requirement was presented
to the Academic Senate and was met with overwhelming approval on January 11, 2016.

Implementation Plan - To fulfill the Oral Communication requirement under Area A,
students must take either Speech 1 or Speech 10. Information Literacy is an integral
part of both these Speech Communication courses. By taking either one of these courses
students will fulfill the Information Literacy requirement. The Library and Speech
Communication Department will produce a 7 part Information Literacy video series,
targeted for use by Speech Communication Department students. Speech and Library faculty
are committed to a long-term and ongoing partnership to ensure that all students pursuing
a degree will have an introduction to concepts and practical applications of Information
Literacy.

CHANGES TO DE ANZA'S GENERAL EDUCATION REQUIREMENTS effective Fall 2015

In November of 2014, after two years of thoughtful discussion by the faculty in the
Academic Senate Executive Committee, Academic Divisions, and brought together by the
General Education Review Steering Committee comprised of members of the Academic Senate
Executive Committee and the Curriculum Committee, the faculty, in an all faculty vote,
approved three substantive changes to General Education. Two of the three were approved
for implementation in Fall 2015. The third was approved conditionally. As of April
2015, the conditions had not been meant, meaning that implementation would be Fall
2016 at the earliest.

CHANGES TO DE ANZA'S GENERAL EDUCATION REQUIREMENTS effective Fall 2011

On April 25th, 2011, after years of enaged and thoughtful discussion by hundreds of
faculty in many different venues and modes, the Executive Committee finally agreed
to the following on the three proposals below:

History of 2011 Changes

A Committee appointed by the Academic Senate Executive Committee (i.e., senators and
officers) examined De Anza College’s GE pattern and its requirements with consideration
given to the college’s newly approved Core Competencies.

The committee reviewed the GE pattern focusing on issues such as alignment with Title
5 and CSU/IGETC requirements, Core Competencies and Mission; examination of graduation
requirements vs. GE requirement; and appropriateness of unit values and inclusiveness
of disciplines within the overall pattern.

The committees’ proposals were reviewed and modified by the Executive Committee in
June 2009, leaving the following three proposals as the final recommendations for
modification of De Anza’s GE pattern:

Clicking above will bring you to a MS Word Doc which you can fill out on your computer
and email to Gregory Anderson , President of the Academic Senate <andersongregory@deanza.edu> or PRINT out with your answers and submit to Anderson's mailbox.

Recommendation I: Clarify Area E with new name and clearer criteria

a. Rename Area E from Physical Education, Development and Performance to

Physical/Mental Wellness and Personal Development

b. Primary Definition of this area: Courses in this area will promote in the student the skills and attitudes that will
help him/her live a longer, healthier, and more productive life. In these courses,
students will develop skills, knowledge, and abilities that lead to, or are necessary
for, physical, and/or mental well-being.

c. Divide the area into two sub-areas, and define second sub-area with clear criteria:

1) Physical Education Activities (at least one unit must be completed from PE/DANC/PEA activities) and

2) Rename Non-PE Activity Courses Renamed as: Personal Development

For courses to qualify in this sub-area, course outline content must show evidence that through the course, the student will
learn knowledge, skills and abilities that enable him or her to:

Develop a personal plan with the objective (intent) to improve students’ own personal,
physical, mental wellness or health.

Engage in self-evaluation to determine what improvements are needed related to their
own personal, physical, mental wellness or health.

b. Courses will be certified/qualified as meeting the information literacy requirement
when the following outcomes are embedded within the various areas of the course outline. Course outline content must show evidence that through the course, the student will:

Locate and retrieve information in a variety of formats, such as books, reference
materials, periodicals, databases, and web sites.

Critically evaluate the quality and appropriateness of the information, using such
factors as currency, reliability, accuracy, point of view/bias, credibility of author/sponsoring
organization, and relevancy for the assignment.

Effectively communicate and document information by synthesizing information obtained,
developing outlines and drafts in a format suitable for the audience and purpose of
assignment, properly attributing the information used in an assignment, and documenting
sources using a standard citation format.

Effectively use computers and other information technology tools to search and retrieve
information.

Apply legal and ethical principles related to information and its use.

c. Courses that certify/qualify as meeting the information literacy requirement include a research assignment with a library orientation.

Recommendation III: Revise the GE Philosophy Statement

Revise the General Education Philosophy Statement (see below).

Revise and remove redundancies in the General Education Criteria and Area Descriptions (see below).

General Education Statement of Philosophy

Approved by Faculty Referendum - June 9, 1999

In recognition of that which we value for ourselves, our students, our institution
and the community we serve, the faculty of De Anza College affirms that the primary
purpose of our General Education Program is to prepare students to live in and contribute
to a complex, ever changing, diverse, and multicultural world. Toward that end we
are committed to providing students learning experiences meant to develop such abilities
as to think critically, to communicate clearly and effectively--both orally and in
writing--to use mathematics and technology practically, and to acquire good physical
health. In addition, we will guide them in understanding the modes of inquiry of the
major disciplines, and lead them through learning activities in the experience and
appreciation of the creative arts, in understanding multicultural and diverse perspectives,
and in achieving insights gained through experiences involving ethical and social
issues. Throughout these learning experiences, we will guide students in their development
of self-understanding and in the process of becoming life-long learners.

The General Education Program reflects our conviction that students must have knowledge
about certain basic principles, concepts, and methodologies both unique to and shared
by the various disciplines. The faculty intend that the General Education Program
will provide students with the knowledge and skills necessary to evaluate and appreciate
the physical environment, the contributions of both men and women, their culture and
other cultures, the society in which they live, and will help them connect various
fields of knowledge in order to become active, vibrant participants in a diverse and
global society.

REVISED DRAFT (5/2010)

GENERAL EDUCATION STATEMENT OF PHILOSOPHY

Note: The revision below combines the first two paragraphs of the previous philosophy statement
with further edits made for clarity, conciseness, and reflection of the college’s
institutional core competencies.

The General Education Program reflects our conviction that students must have knowledge
about certain basic principles, concepts, and methodologies both unique to and shared
by the various disciplines. We are committed to helping students to: think critically;
communicate clearly and effectively, both orally and in writing; apply mathematical
and scientific concepts; use technology effectively; achieve physical and mental wellness;
experience and appreciate the creative arts; develop information literacy; understand
multicultural and diverse perspectives; and gain insight into ethical and social issues.
Through all these learning experiences, we encourage students to develop self-understanding
and pursue life-long learning.

Criteria for All General Education Courses – Proposed Revisions (5/1/10)

(Note: The revisions below reflect the Steering Committee’s intent to state the criteria
in a manner that is simple, concise, easily understood by both faculty and students,
reduces redundancies, and is in alignment with Institutional Core Competencies that
were approved by our college last year.)

Ensuring that the spirit and intent of the Philosophy Statement is satisfied, every
General Education course:

To qualify as a general education course, courses must satisfy the following general
GE criteria, as well as demonstrating that they align with the expectations and outcomes
as stated within each GE area:

* Is designed to stimulate students to think critically

* Presents core concepts that define the discipline systematically

* Fosters the ability to think and to communicate clearly and effectively both orally
and in writing.

* Teaches students how to access information in the discipline.

* Helps students achieve insights into ethical problems and develops the capacity
for responsible decision making.

* Includes diverse perspectives and contributions in the discipline and comparative
treatments of issues related to gender, culture - both majority and minority - values,
and societal perspectives.

* Is placed within a global and historical context.

* Includes the scope of the established body of knowledge and methods/approaches within the discipline as well as knowledge and methods/approaches shared between disciplines.

And, in developing courses, those who propose General Education curriculum address
and may include:

* The use of “real-world” or “hands-on” applications, studio practice, performance,
or artistic form as long as the concepts and theories that make up the core of the
discipline remain the main focus. Multiple approaches appropriate to different sensory
learning styles.

* Collaboration and teamwork within the culturally diverse context of the course

(Previous Version) - Area A

Area A - Language and Rationality: Includes courses in English composition (both expository
and argumentative writing) and courses in communication and analytical thinking (mathematics,
logic, statistics, computer languages and programming, and related disciplines).

Courses in the area of Language and Rationality develop in the student college level
reading and writing skills, effective communication, and logical problem solving skills.
A course in Language and Rationality (to the extent existing in the discipline):

* Helps the student formulate and communicate ideas and analyze and solve problems
in various symbol systems

* Teaches the student when to apply the appropriate technical, interpretive, or evaluative
skills.

* Fosters an appreciation and an understanding of the modes of inquiry used in Language
and Rationality.

Revised Version - Area A

Area A - Communication, Expression, and Critical Thinking: Includes introductory,
broad-ranging courses that focus on communication, expression, critical thinking,
and information literacy, with special attention to particular outcomes within those
core competencies.

* Helps the student formulate and communicate ideas and analyze and solve problems
in various symbol systems

* Teaches the student when to apply the appropriate technical, interpretive, or evaluative
skills.

* Fosters an appreciation and an understanding of the modes of inquiry used in Language
and Rationality.

(Previous Version) - Area B

Area B - The Natural Sciences: Includes introductory or integrative courses in astronomy,
biology, chemistry, general and physical science, geology, meteorology, oceanography,
physical geography, physics, and other scientific disciplines

Courses in the natural sciences examine the physical universe, its life forms, and
its natural phenomena. A course in the natural sciences (to the extent existing in
the discipline):

* Develops in the student an appreciation and understanding of the scientific method.

* Encourages an understanding of the relationships between science and other human
activities.

* Develops the student’s capacity to understand his or her relationship to the physical
universe, its life forms, and its natural phenomena.

* Involves students actively in examining solutions to major problems and in projecting
probable outcomes related to the natural sciences.

Revised Version - Area B

Area B - Natural Sciences

Includes introductory, broad-ranging courses that focus on the physical universe,
its life forms and its natural phenomena with special attention to outcomes within
the Critical Thinking and Global, Cultural, Social, and Environmental Awareness core
competencies.

* Develops in the student an appreciation and understanding of the scientific method.

* Encourages an understanding of the relationships between science and other human
activities.

* Develops the student’s capacity to understand his or her relationship to the physical
universe, its life forms, and its natural phenomena.

* Involves students actively in examining solutions to major problems and in projecting
probable outcomes related to the natural sciences.

(Previous Version) - Area C

Area C - Arts and Humanities: Includes introductory or integrative courses in the
arts, ethnic studies, foreign languages, literature, philosophy, religion, communication,
and history.

Courses in the arts and humanities study the cultural and artistic expressions of
human beings. A course in the arts and humanities (to the extent existing in the discipline):

* Develops in the student an awareness of the ways in which people through the ages
have responded to themselves and the world around them in artistic and cultural creation.

* Helps the student develop aesthetic and cultural understanding, ethical values,
and an ability to make value judgments.

* Promotes an appreciation and an understanding of the modes of inquiry used in the
Humanities.

* Teaches students how to examine values and issues in the arts and humanities and
to project probable outcomes to problems related to the discipline.

* Teaches students through theory and practice to express themselves through artistic
forms.

Revised Version - Area C

Area C - Arts and Humanities

Includes introductory, broad-ranging courses that focus on cultural and artistic expression
and aesthetics, with special attention to particular outcomes within the Communication
and Expression, Critical Thinking, and Global, Cultural, and Social and Environmental
Awareness core competencies.

* Develops in the student an awareness of the ways in which people through the ages
have responded to themselves and the world around them in artistic and cultural creation.

* Helps the student develop aesthetic and cultural understanding, ethical values,
and an ability to make value judgments.

* Promotes an appreciation and an understanding of the modes of inquiry used in the
Humanities.

* Teaches students how to examine values and issues in the arts and humanities and
to project probable outcomes to problems related to the discipline.

* Teaches students through theory and practice to express themselves through artistic
forms.

Courses in the social and behavioral sciences focus on people as members of society.
A course in the social and behavioral sciences (to the extent existing in the discipline):

* Encourages the student to study the methods of inquiry and the theories used by
the social and behavioral sciences.

* Helps the student to understand how diverse peoples interact in response to their
histories, societies, and cultural traditions.

* Promotes the understanding of human history, society, cultures, organizations,
and various social groups.

* Develops the student’s understanding of how she or he relates to historical processes,
social structures, institutions, and cultural traditions.

* Teaches the student to examine ideologies and practices from multiple perspectives.

Revised Version - Area D

Area D: Social and Behavioral Sciences

Includes introductory, broad-ranging courses that focus on people as members of society
and their individual and social behavior with special attention to particular outcomes
in the Critical Thinking and Global, Cultural, Social, and Environmental Awareness
core competencies.

* Encourages the student to study the methods of inquiry and the theories used by
the social and behavioral sciences.

* Helps the student to understand how diverse peoples interact in response to their
histories, societies, and cultural traditions.

* Promotes the understanding of human history, society, cultures, organizations,
and various social groups.

* Develops the student’s understanding of how she or he relates to historical processes,
social structures, institutions, and cultural traditions.

* Teaches the student to examine ideologies and practices from multiple perspectives.

(Previous Version) - Area E

Area E – Physical Education, Development and Performance: Includes courses in physical
education and adaptive physical education and dance. Courses in Physical Education,
Development, and Performance involve structured psychomotor activity. A course in
Physical Education, Development, and Performance (to the extent existing in the discipline):

* Teaches the student skills and attitudes that will help him or her live a longer,
healthier, and more productive life. Helps the student to move more effectively and
efficiently.

* Fosters an awareness of the ways that people through the ages and in different
cultures have developed exercise and movement experience.

Revised Version - Area E

Area E - Physical/Mental Wellness and Personal Development

Includes introductory, broad-ranging courses that focus on personal well-being and
development, with special attention to particular outcomes within the Physical/Mental
Wellness and Personal Responsibility, the Critical Thinking, and the Global, Cultural,
Social, and Environmental Awareness core competencies.

* Teaches the student skills and attitudes that will help him or her live a longer,
healthier, and more productive life. Helps the student to move more effectively and
efficiently.

* Fosters an awareness of the ways that people through the ages and in different
cultures have developed exercise and movement experience.

Includes introductory or integrative courses in astronomy, biology, chemistry, general
and physical science, geology, meteorology, oceanography, physical geography, physics,
and other scientific disciplines